BYOD, as mentioned earlier, is a recent concept in which to save money in educational programs. However, there is a more important concept in a BYOD program that focuses more on the learning that takes place using BYOD programs. The BYOD program allows students, or learners, to take control of their own learning, their own knowledge intake. Teachers deliver the information while students attempt to remember the information in whatever note taking style is recommended for that week, is soon to be seen less and less. This concept of student-led instruction has been in the educational theory discussions since Jean Piaget introduced the cognitive theory of Constructivism since the early to mid-twentieth century (Ouyang & Stanley, 2014).
To understand the educational theory behind BYOD, a historical review is required. The word “students” and “learners” are interchangeable since technology and BYOD are for all ages and one is constantly learning.
By the 1980s computers became available for personal use due to improved technology. In malls across the nation, learners practiced within the Objective theory, inspired by B. F. Skinner. (Enonbun, 2010) when playing a simple video game called Pac-Man™. The player would receive positive reinforcement when the points increased and celebratory music played. Likewise, the player received negative reinforcement when the game piece was destroyed, points stopped accruing, and a decreasing harmonic would play. Behaviors began to change based on the stimulus-response (Enonbun, 2010) as more and more video games began to flood the malls.
Meanwhile, in classrooms, students began to become exposed to huge desktop computers in computer labs that were limited to selected individuals for a specific class. The software programming required coding knowledge to operate. The user was rewarded every day with thousands of positive and hopefully fewer negative responses as keys were typed to complete tasks. The computer was as much a tool as a calculator or a hammer. Even today, when technology responds positively, behaviors will not change. However, when technology is not responding positively, behaviors seemingly become more aggressive and agitated with the learner exhibiting loud outbursts of a variety of sounds.
Soon, through a lot of technological advancements, students or learners, began to experiment with virtual technology where the individual wearing computerized headgear that was hooked to a machine that had another player with the same type headgear adorned to create a virtual 3D environment. Even though the technology was becoming smaller and gaming software was becoming more sophisticated, objective learning was still prevalent.
Then, technology became mobile. Students were no longer restricted to desktops in a computer lab. The Internet became radio waves emitted through the air instead of through wires or cables. Programming and hardware allowed Internet access outside the classroom. Software programs became more user friendly using icon buttons to manipulate commands. Word processing software was streamlined so written communication became efficient. Technology became more affordable for more people. Learners became students in whatever subject of interest.
Bonk (2009) introduced Seymour Papert as a student of Jean Piaget in the 1960’s when computers were still room-sized. According to Bonk (2009) Papert was a leader in children’s thinking, learning theory, and constructivism. Papert expanded the idea of students constructing their own learning to using that learning to build something publicly visible, thus constructionism built from constructivism.
As the technological hardware became smaller and more affordable, the software became more user-friendly. The Internet is more accessible and affordable. Students can now access information to gain knowledge outside the typical school day. The BYOD program takes advantage of the advancements while incorporating the constructionist approach to learning. Teachers facilitate instruction while students use their own mobile device to access the information needed to complete the assignment, whether it is to build a paper or to build a robot. With the advancements in Web 2.0, students can construct knowledge while collaborating with other learners through the use of blogs, wikis, and social media incorporating a more social constructionist approach.
To understand the educational theory behind BYOD, a historical review is required. The word “students” and “learners” are interchangeable since technology and BYOD are for all ages and one is constantly learning.
By the 1980s computers became available for personal use due to improved technology. In malls across the nation, learners practiced within the Objective theory, inspired by B. F. Skinner. (Enonbun, 2010) when playing a simple video game called Pac-Man™. The player would receive positive reinforcement when the points increased and celebratory music played. Likewise, the player received negative reinforcement when the game piece was destroyed, points stopped accruing, and a decreasing harmonic would play. Behaviors began to change based on the stimulus-response (Enonbun, 2010) as more and more video games began to flood the malls.
Meanwhile, in classrooms, students began to become exposed to huge desktop computers in computer labs that were limited to selected individuals for a specific class. The software programming required coding knowledge to operate. The user was rewarded every day with thousands of positive and hopefully fewer negative responses as keys were typed to complete tasks. The computer was as much a tool as a calculator or a hammer. Even today, when technology responds positively, behaviors will not change. However, when technology is not responding positively, behaviors seemingly become more aggressive and agitated with the learner exhibiting loud outbursts of a variety of sounds.
Soon, through a lot of technological advancements, students or learners, began to experiment with virtual technology where the individual wearing computerized headgear that was hooked to a machine that had another player with the same type headgear adorned to create a virtual 3D environment. Even though the technology was becoming smaller and gaming software was becoming more sophisticated, objective learning was still prevalent.
Then, technology became mobile. Students were no longer restricted to desktops in a computer lab. The Internet became radio waves emitted through the air instead of through wires or cables. Programming and hardware allowed Internet access outside the classroom. Software programs became more user friendly using icon buttons to manipulate commands. Word processing software was streamlined so written communication became efficient. Technology became more affordable for more people. Learners became students in whatever subject of interest.
Bonk (2009) introduced Seymour Papert as a student of Jean Piaget in the 1960’s when computers were still room-sized. According to Bonk (2009) Papert was a leader in children’s thinking, learning theory, and constructivism. Papert expanded the idea of students constructing their own learning to using that learning to build something publicly visible, thus constructionism built from constructivism.
As the technological hardware became smaller and more affordable, the software became more user-friendly. The Internet is more accessible and affordable. Students can now access information to gain knowledge outside the typical school day. The BYOD program takes advantage of the advancements while incorporating the constructionist approach to learning. Teachers facilitate instruction while students use their own mobile device to access the information needed to complete the assignment, whether it is to build a paper or to build a robot. With the advancements in Web 2.0, students can construct knowledge while collaborating with other learners through the use of blogs, wikis, and social media incorporating a more social constructionist approach.